The Power of Small Changes As you settle in, fill out a name tent: “Much of what we’ve been doing as teachers and students isn’t serving us well, but some comparatively simple changes could make a big difference.” Brown, Roediger, McDaniel Make it Stick (Harvard UP, 2014) Preferred name Opening slide (visible as participants file in) I teach because… (≤ 3 words)

Small Teaching, Big Impact Integrating Lectures with Active Learning Jordan Cofer, Abraham Baldwin Agricultural College Justin Mays, Clayton State University Meg Mittelstadt, University of Georgia Pamela Moolenaar-Wirsiy, Georgia State University Marina Smitherman, Dalton State College

Purpose Goal Take-Away Introduce faculty to the idea that small teaching changes lead to major impacts on student learning. Take-Away Participants will develop two ideas for effective small changes that they can incorporate into their own courses.

In your course what does an ideal learner look like? Brainstorm… In your course what does an ideal learner look like? If desired, bin answers into: Students prepare for/anticipate learning Students are attentive to learning Students use/apply info, giving it significance Student reflect/check their own learning

What is Small Teaching? Brief (5 – 15 minute) interventions into individual learning session Limited number of interventions or activities within an entire course Minor changes to course design, assessment structure, or communication with students Consider an example of “Small Teaching” from your own context.

Why Small Teaching? IT WORKS! Small teaching interventions which foster continuous cognitive engagement produce strong results. IT WORKS!

Inventory of Small Teaching Practices Preparation First 5 minutes of class Hitting pause Last 5 minutes of class

Work Time Write Pair Share From the two inventory bins you scored the lowest on, pick two small teaching changes that you could implement in your teaching. Write 2 min Pair 5 min Share

Post-it Parade Summarize one of the small teaching changes you planned to make. Post your note to the legal-sized piece of paper on your table; feel free to browse others’ plans to identify ideas you may like to borrow/build upon. Before you leave: Exchange contact information with an accountability partner. Make plans to follow up with one another in one month about the implementation of your small teaching change.

Meta-Moment

Meta-Moment Small Teaching (2016) TOC: Workshop run-of-show: Knowledge Pre-slide: quote on small changes Introductions/goals/take-away Brainstorm Define “small teaching” Why “small teaching” Inventory Work time Post-it parade Small Teaching (2016) TOC: Knowledge Retrieving Predicting Interleaving Understanding Connecting Practicing Self-explaining Inspiration Motivating Growing Expanding Pre-slide: Motivating = preview quote of the workshop material Brainstorm Retrieving = low stakes quizzes, remind participants of prior knowledge that relates to today’s topics Connecting = what do you already know about this Define “Small Teaching” (“Consider an example of small teaching from their own context”) Self-explaining = think aloud, peer instruction Inventory Connecting = what do you already know about this. (And, this meta-moment!) Self-explaining = self explaining as you work Throughout Expanding – you’re here, engaging in self-development!

Pamela Moolenaar-Wirsiy, Ph.D., M.P.A. cetlpc@gsu.edu 678-891-2425 Questions? (& Answers) Pamela Moolenaar-Wirsiy, Ph.D., M.P.A. cetlpc@gsu.edu 678-891-2425

Resources James, James M. (2016) Small Teaching: Everyday Lessons From the Science of Learning. Jossey-Bass Publishers. Angelo, T. A. and Cross, K. P. (1993) Classroom Assessment Techniques: A Handbook for College Teachers. Jossey-Bass Publishers. Barkley E. F. and Major C. H. (2018) Interactive Lecturing: A Handbook for College Faculty. Jossey-Bass Publishers. ABLConnect: http://ablconnect.harvard.edu/ Pedagogy Unbound: http://www.pedagogyunbound.com/ Faculty Focus: http://www.facultyfocus.com/ Podcast, Teaching in Higher Ed: http://teachinginhighered.com/episodes/